Lifelong Learning for Democratic Citizenship in Europe

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Lifelong Learningfor Democratic Citizenship in
Europe

• Monika Oels
• European Commission - DG EAC
• A.1 Lifelong Learning Policy Development

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Encouraging citizens to shape the new Europe

• People want much more participatory hands-on
  democracy. They will not support the European
  project unless they are fully involved in setting
  goals, making policy and evaluating progress. And
  they are right.
• I appeal to Europes citizens to break the
  apathy barrier and take close interest in our
  progress. Watch us. Find out what we are doing.
  Consult the register of my correspondence. Then
  tell us what you think. We are committed to the
  highest standards of transparency and
  accountability.
• If we act boldly and decisively together, we can
  shape the new Europe our citizens want and that
  we owe to future generations. A just, humane,
  inclusive Europe. An exciting, energetic,
  enterprising Europe. Everyones Europe. Romano
  Prodi, 2000, shaping the new Europe, Presentation
  to the EP, Strasbourg, 15/02/2000

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Lifelong Learning

• All learning activity undertaken throughout life
  with the aim of improving knowledge, skills and
  competences within a
• personal,
• civic,
• social or employment-related perspective
• Communication on Lifelong Learning November
  2001
• Making a European Area of Lifelong Learning a
  Reality

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Making a European Area of LLL a Reality a
citizen centered perspective

• Centrality of the learner
• Learning should be relevant for him/her,
  analyzing demand and outcome (competences)
• Focus on learning instead of education
  teachers as learning facilitators, guide, tutors,
  mentors
• Learning from early childhood to post-retirement
• Formal (school, university, vocational),
  non-formal (adult education) and informal (at
  work, in family, NGOs) learning
• Social inclusion facilitating access, bringing
  learning closer to home
• Participative learning methods/ Participation in
  planning, monitoring and evaluation or
  self-evaluation/ self-determined learning

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Grundtvig examples learner centered approaches

• Dialogue based methodologies Socratic dialogue
• Forum - political theatre/ drama as methodology
• Participatory evaluation and self-evaluation
  methods
• International study circles workshops for
  democracy
• Project-based learning with learner participation
  from planning to evaluation
• Student officers in all learning groups
• Good governance in course management
  (transparency, openness via internet based
  communication and other tools)
• Promoting Reflective Independent Learning
• Collaborative learning methods and tools

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Lifelong Learning soft EU policy tools

• EU contribution in treaties limited to
• Quality and innovation in Europe, including
   European dimension  (149/150 Treaty)
• Mobility of students and teachers

• European Educational Progqrammes
• Open method of coordination Exchange of good
  practices
• Peer-monitoring, study visits
• Reporting exercises for key priorities
• Recommendations, guidelines, conclusions
• Working groups with experts
• Study groups (active citizenship)
• LLL coordinators from all Member States

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New Tools for Educational Policy Development

• Educational programmes From European education
  and training programmes (Socrates, Leonardo,
  YouthESF, EQUAL) towards a new LLL programme
  generation (149/150 Treaty Add to quality,
  innovation in education mobility) and a new
  Active Citizenship programme (YOUTH/town
  twinning) 2007-2012, EQUAL
• Commission Initiatives and Communications
  Memorandum and Communication on LLL 2000/ 2001 (
  LLL reports from Member States 2001/ new series
  2003)/ Whitebook Youth (including participation)
  Follow-up report, Council Resolutions on LLL
• Open Method of Coordination Report on Concrete
  Future Objectives in Education and Training in
  Europe until 2010 with detailed work programme
  (2002) WG G on active citizenship

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Relevant selected concrete objectives for
learning for democratic citizenship in Europe

• Improving initial and continuing teacher training
• Strengthening links with working life and
  research and society at large
• Increasing mobility and exchanges/ Strengthening
  European co-operation
• Open learning environment broadening access to
  LLL/ ensuring fair access to less privileged
• Integrating equal opportunities in the objectives
  and functioning of education and training
• Making learning more attractive
• Supporting active citizenship, equal
  opportunities and social cohesion
• Learning of democratic values and participation

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Country reports WG G on citizenship education
trends 2004

• Freedom of information act Publication of
  legislation, guidelines, supporting learning
  material in internet Pupil/ student newspapers,
  radio, tv creating space for independent
  informations and opinions
• Future educational policies becomes theme in
  education and training institutions
• Free associations of students within educational
  institutions
• Youth parliaments at national level
• Extension of democratic governance with extended
  rights of students/ Extension of pupil/ student
  participation in school evaluation by internet
• National Offices for protection of Human Rights
  of children as follow-up of UN Human Rights of
  Children Declaration

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New challenges

• Agreement about EU Convention 2004
• - Preambel value based humanistic approach
• Multiple dimensions of European citizenship
  building on national citizenship(s)
• Fundamental Rights incorporated including right
  to learn
• Only cooperation in education and training
• draft to be confirmed in Member States

• Enlargement 2004
• - 25 Member States
• - DG Enlargement handing over Educational Policy
  Development to DG EAC
• CoE European Year of Citizenship through
  Education 2005 -2004 December
  launching conference with LLL approach including
  universities, adult learning, out-of-school youth
  education

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WG G draft conclusions on LLL for democratic
citizenship (08/2004)

• EDC fundamental to
• promote the indivisible, universal values of
  human dignity, freedom, equality and solidarity
  and the principles of democracy and the rule of
  law
• strengthen the protection of fundamental rights
  in the light of changes in society, social
  progress and scientific and technological
  developments (Charter of Fundamental Rights of
  the EU (2000/C 364/01))
• All EU countries are parties to the
  recommmendation of 16 October 2002 of the
  Committee of Ministers of CoE to member states on
  education for democratic citizenship

• Embracing any formal, non-formal and informal
  educational activity, including the familiy
• enabling an individual to act throughout his or
  her life as active and responsible citizen
  respectful of rights of others
• Including not only acquisition of knowledge, but
  also attitudes and skills/ competences
• extending beyond formal civics to wide range of
  LLL environments in the workplace, professional,
  political and non-governmental organisations,
  leisure and cultural activities, media

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WG G LLL for democratic citizenship (08/04)

• Priorities
• Coherent policy framework at various levels,
  widely published
• Cross-curricular and discipline-specific concepts
• Integrate at all levels of education and training
  system
• Minimum level of support structures to be secured
• Concrete Actions
• Training of main actors
• Innovative pedagogical methods and material
• Monitoring and evaluation systems for policy
  implementation
• Implementation of EU anti-racism Council
  directive in all LLL

• Learning by doing
• Concrete activities and projects at all levels to
  be supported with focus on practice of democracy
• Democratic governance in education and training
  institutions
• Multi-partner approach including workplace and
  voluntary activities, favouring creation of
  networks

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EU transversal policies learning for
anti-discrimination

• Article 13 EDC Treaty
• To combat discrimination based on sex, racial or
  ethnic origin, religion or belief, disability,
  age or sexual orientation
• EU Charter of Fundamental Rights, Art. 21
• deals also with social origin, genetic features,
  language, political or other opinion, membership
  of a national minority, property and birth (part
  of draft convention)
• Racial Equality Directive
• bans direct and indirect discrimination as well
  as harassment and instructions to discriminate on
  grounds of racial or ethnic origin, covering
  employmemnt, training, education, social
  security, healthcare, housing and access to goods
  and services

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EU transversal policies learning for gender
equality

• Not to be confused with simple balancing of
  statistics
• Systematic consideration of the differences
  between the conditions, situations and needs of
  men and women
• Systematically examining measures and policies
• Promoting long-lasting changes in parental roles,
  family structures, institutional practices, the
  organisation of work and time, their personal
  development and independence
• Also concerns men and the whole society, in which
  it can encourage progress and be a token of
  democracy
• Dual approach with gender mainstreaming with
  gender impact assessment and proofing training
  and awareness raising among key personnel
  monitoring and benchmarking building structures
  and specific actions

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EU transversal policies legal basis for gender
equality

• Art. 2 EC Treaty promotion of equality between
  men and women
• Art. 3 eliminate inequalities and promote
  equality between men and women
• Art. 13 To combat discrimination based on sex,
• Equal Treatment Directive (76/207/EEC)/ amendment
  on sexual harrassment 2002 Regarding access to
  employment and vocational training and working
  conditions, promotion, pay

• EU Charter of Fundamental Rights, Art. 21 deals
  also with additional grounds social origin,
  genetic features, language, political or other
  opinion, membership of a national minority,
  property and birth (part of draft convention)
• Article 3 draft convention

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The local and regional dimension of democratic
citizenship

• Local and Regional Parliaments
• European level Committee of Regions/ DG Regio
• International Association of Educating Cities (
  UNESCO) inclusion of migrants and minorities,
  preventing violence and racism
• Learning Cities and Regions participation of
  citizens and stakeholders in local (more economic
  and social) development (GD EAC recommendations
  and R3L action programme 2003/4)
• Local Agenda 21 Groups (Stockholm Council
  Sustainability)

• Grundtvig project examples
• The Family Learning conference (G4)
• Lernort Kommune
• Learning cities and regions network
• Third age moving
• Local Media Trainings/ Interkulturelle Bildung
  für nicht-kommerzielle Medienarbeit
• Rural education centers for a sustainable future
• Women into community leadership

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The global dimension of citizenship

• United Nations
• World Social Forum/ European Social Forum
• International NGOs
• Players in Global Economy (corporate social
  responsibility or corporate citizenship)
• World Trade Organisation
• World Bank
• Local Agenda 21 movement

• Grundtvig project examples
• Uniting humanity Learning for Active World
  Citizenship (G4)
• Learning for a life in freedom
• Children Rights
• Violence prevention (gender, hooliganism, youth)
• Socio-legal training for Prison-Educators
• Food literacy
• International Study Circles
• E-governance for senior citizens

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Multiple origins of citizens limited civic
rights

• Children/ Children of mixed couples with double
  national option or passports
• Wives, husbands from  third  country married to
  EU citizen
• Refugees/ Asylum-seekers
• Residents from third countries
• Inhabitants with and without national passport
  belonging to large nomad minorities in Europe
  (Roma/Sinti, travellers)
• Persons in prison and other more or less closed
  institutions like camps, hospitals, homes for the
  elderly
• And their stakeholder organisations, NGOs.

• Grundtvig project examples
• Engaged parents family education with migrants
• Building Real Inclusion and Democratic Governance
  through Education
• Migrant Women Initiatives
• Law through experience (prison education)
• Childrens Rights
• Democratic leadership course for persons with
  disabilities

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Good governance European (and global, national,
regional)

• European governance
• Openness and accessibility
• Transparency
• Communication (in an understandable language)
• Participation starting in the conceptual phase,
  ending with the evaluation
• Accountability
• Effectiveness and efficiency
• Coherence
• Proportionality and subsidiarity

• Grundtvig project examples
• e-governance for senior citizens
• Participant/ Adult learners rights charter
• Other possibilities
• Transparency in budgeting/ World Social Forum
  (Porto Allegre), e.g. gender budgeting (DG EAC
  pilot project)
• Unequal social effects of financing adult
  education at local level
• Language policies in access to AE (guidance,
  tutoring, programmes and lessons in foreign/
  minority languages)
• Other Learning about democratic citizenship in
  the army (recruits, volunteers, professionals)

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European institutions for information and
exercises in critical dialogue, use of rights

• Council of the Union
• European Parliament
• European Commission
• European Ombudsman
• Court of Auditors
• Court of Justice
• European Economic and Social Comitee
• Comitee of the Regions
• European Investment Bank
• European Central Bank

• European Agencies and Foundations
• EURYDICE
• European Centre for Monitoring Racism and
  Xenophobia (EUMC)
• European Foundation for the Improvement of Living
  and Working Conditions in Europe
• European Environmental Agency

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Socrates Call 2005 relevant parts for learning
for democratic citizenship

• General
• Accession of New Member States
• Sustainable development
• Stability and security intercultural dialogue
• Support implementation of LLL policy objectives
• E-learning
• ..

• Grundtvig Action
• Grundtvig 1 European cooperation projects
• Improving initial and continuing training of
  adult education staff
• Parental/ family learning
• Learning in later life
• Adult education for marginalized or disadvantaged
  citizens, notably prisoners, ex-offenders,
  refugees and asylum-seekers
• Health education

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Grundtvig 1 selected priorities 2005

• Grundtvig 1
• Dissemination projects disseminate and valorise
  results generated by previous projects
• Grundtvig 1.1
• Development of Grundtvig Training Courses for
  Adult Education Staff

• Grundtvig 1.2
• General projects improving
• Content and delivery
• AE at a system level
• Accessibility of learning opportunities
• Management of AE
• Awareness of previous project results, describe
  added value, identifiable outcomes for wider
  dissemination

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Grundtvig 4 selected priorities 2005

• Grundtvig 4 Networks
• Methods of financing/ funding, including
  public-private initiatives
• Valuing non-formal and informal learning
• Adult learning opportunities for persons with
  disabilities
• Science education for adults

• Grundtvig 4 one-year thematic seminars
• Prearing a Grundtvig 4 Network of good quality
• Contribute to valorisation/ dissemination of
  project results and methodologies in the thematic
  field concerned

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Multiple global identities of EU governments
UNESCO

• All EU countries members of UNESCO/UIE
• CONFINTEA V 1997 follow-up on  adult learning
  and democracy 
• Creating greater community participation
• Raising awareness about prejudice and
  discrimination in society
• Encouraging greater recognition, participation
  and accountability of non-governmental
  organisations and local community groups
• Encouraging greater recognition, participation
  and accountability of non-governmental
  organizations and local community groups
• Promoting a culture of peace, intercultural
  dialogue and human rights

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Multiple global identities of EU governments
CoE and OECD

• All members of
• Council of Europe
• Education for democratic citizenship project
  (EDC)
• Definition and recommendation
• Good practices
• Research country reports
• Dissemination in 2005 European Year of Education
  through democratic citizenship

• Most of them members of OECD
• PISA some relevant citizenship competences
  already included like competent critical
  judgement of developments in science/ technology
• Inclusion of citizenship in PISA?
• Migrants and citizenship education?
• DESECO/IALS/ ALL/

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And global players are getting prepared as
wellAnnual global citizenship reports,
citizenship foundations, the HP example